C H Seethal, S Naidoo, C Molatoli, F Khan, L Ngomani, T Williams
University of Durban Westville, Optometry, Durban, South Africa
Background: South African visually impaired school going children attend special schools while tertiary education is pursued at mainstream institutions. In planning for inclusive education for the Learner with Special Needs, this study evaluated profiles of blind and partially sighted learners, curriculum, support services, awareness programmes and learning limitations in South Africa Schools for the Visually Impaired and at Tertiary Institutions.
Method: A descriptive study was conducted in March 2001 and data was collected, post in-formed consent, through mailed questionnaires.
Results: 44% (n=9) of schools and 32% (n = 37) of tertiary institutions participated. 64 % of learners were partially sighted compared to 36% who were blind (p < 0.001). All schools have an orientation and mobility officer. Staff and parents provided career counselling to grade 12 learners. Two languages were compulsory and optional subjects required a minimum of 3 learners. Time allocation and visually based material in grade 12 exams were common limitations. Disabled Students Units were poorly resourced and offered limited note transcription and staff orientation. Lecturers had to verbalise all information. 90% of students used tape recorders. Social integration, accessing general and referenced information and mobility in unfamiliar surroundings were restrictions experienced.
Conclusions: Vocational options, support services and access to information must be made available at secondary and higher education levels to allow learners to become income-generating adults. Regular low vision assessments are necessary for the partially sighted learners. Awareness among educators and students is necessary to allow for integration within a mainstream learning environment.
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